Evaluating Engineering Learning: A Comparison of Project-Based-Learning to Traditional Engineering Education

该项目正在继续开发和评估一种新的工程教育模式，称为IRE（铁岭工程）模式，建立在基于项目的学习（PBL）。在IRE中，学生与工业专业人士一起从事设计项目。 目标是培养拥有综合技术和专业知识和能力的毕业生。IRE的学生是机械工程专业的高年级学生，其中大部分是明尼苏达州社区学院的毕业生。IRE学生不上课。他们所有的学习都是在行业项目的背景下完成的。2004年出版的《工程师2020》重申了对新面貌工程毕业生的需要。IRE模型是在工程教育领域受人尊敬的领导者的指导下开发的。 除了基于行业的PBL，该模式还包括基于结果的评估，及时干预，自我导向学习和强调反思。 这个项目的重点是对工程学习者如何在IRE模式中发展的评价。该项目正在评估国际工程和技术学院学生在多大程度上获得了国家报告和工程和技术鉴定委员会（ABET）建议的知识和能力。 这一评估使用各种评估工具（如自主学习准备程度量表、全国学生参与调查、TIDEE设计评估系统、选定的概念清单和最佳做法组合）来衡量实现目标的成果。该项目的成果将与尽可能广泛的受众分享智力优势：该项目的主要重点是发展国家报告中阐述的学习成果，包括2020年的工程师和ABET。这种强调与世界各地许多工程项目的特点是对专题材料的高度重视形成鲜明对比。在新的IRE计划的教师投入巨资发展学生的能力，以评估他们的发展与这些成果。为了支持自我评估，教师们正在教授IRE学生帮助他们进行元认知思维的标准。更广泛的影响：这个项目的成功完成为工程教育工作者提供了一个基于研究的理解，学生如何有效地学习工程项目为基础的学习。本研究的结果将使可见的程度，学生在工程PBL认知发展，获得技术能力，获得专业能力，并在何种程度上影响他们的学习动机。

This project is continuing to develop and evaluate a substantially new model for engineering education known as the IRE (Iron Range Engineering) model, built on project-based learning (PBL). In IRE, students work with industrial professionals on design projects. The goal is to produce graduates who possess integrated technical and professional knowledge and competencies. IRE students are upper-division mechanical engineering students most of whom are graduates of Minnesota's community colleges. IRE students do not take classes. All of their learning is done in the context of the industry projects. The publication of Engineer 2020 in 2004 reiterated the need for a new-look engineering graduate. The IRE model has been developed with guidance from respected leaders in engineering education. In addition to industry-based PBL, the model includes outcome-based assessment, just-in-time interventions, self-directed learning, and emphasis on reflection. The emphasis of this project is on the evaluation of how engineering learners develop in the IRE model. The project is assessing the extent to which IRE students are acquiring knowledge and developing competencies recommended in national reports and by ABET (the Accreditation Board for Engineering and Technology). This evaluation is using various assessment tools (such as the Self-Directed-Learning-Readiness Scale, the National Survey of Student Engagement, the TIDEE design assessment system, selected concept inventories, and best-practice portfolios) to measure realized outcomes with respect to the goals. The results of this project are bring shared with the widest possible audience Intellectual Merit: The primary emphasis of this project is on the development of learning outcomes that have been spelled out in national reports, including The Engineer of 2020 and ABET. This emphasis is in contrast with a heavy emphasis on topical material that characterizes many of the engineering programs throughout the world. Faculty members in the new IRE program invest heavily in developing the abilities of students to assess their development with respect to these outcomes. To support self assessment, faculty members are teaching the IRE students criteria that are assisting their metacognitive thinking. Broader Impacts: Successful completion of this project is providing engineering educators with a researched-based understanding of how effectively students learn engineering in project-based learning. The results of this study will make visible the extent to which students in engineering PBL develop cognitively, acquire technical competency, acquire professional competency, and the extent to which their motivation to learn is affected.